The Importance Of The No Child Left Behind Act - 1461 Words

Originally known as Elementary and Secondary Education Act, the No Child Left Behind Act is a policy believed to improve achievement from K-12 students with aid from government funding within high poverty schools. The NCLB has been a great initiative to promote performance for all students, especially those from minorities, special education and English Language Learners (Chen, G.) As stated in ‘Examining the Assumptions of Underlying the NCLB Federal Accountability Policy on School Improvement,’ this policy has received a great amount of recognition as well as many flawed assumptions that make us question if the good really out-ways the bad. The NCLB Act has created a multitude of presuppositions and this article is a start to explain†¦show more content†¦There are a couple problems with this algorithm, one being that it only takes into account the school improvement based on the tests and not necessarily how effective the school is throughout the rest of the year. Another problem is that a school can put on AYP if they miss one or two targets in each of the consecutive years (Forte, E. pg. 78). This may not be the best indicator for seeking out schools who need improvement because missing one area in testing shouldn’t mean that a school isn’t effective and needs to automatically be placed on the list for improvement. With this being the case, many schools who actually need the help are either being over-looked or now have to share these resources with a school who may not necessarily need as much support. Once a school is placed on improvement, the school must come up with an improvement plan explaining the strategies and resources they will use to better the success of students. As indicated by the NCLB, the plan must also identify additional indicators the school will use to monitor progress, how the school will improve parental involvement and professional development quality, and its program for teacher mentoring as w ell as offering parents the option to move their child to a different school in the first year as well as grant them Title I dollars to supportShow MoreRelatedThe Importance Of The No Child Left Behind Act1062 Words   |  5 Pagespercent, which is above national average. According to the No Child Left Behind Act, issued by President George W. Bush and signed into law in 2002, by the year 2014 all students who had completed their eighth grade year should have been proficient in academic skills. For many years, schools were just shuffling kids through the system without giving them the proper education they need to succeed later in life. Unfortunately, this act has not been effective and did not give children the actual educationRead MoreThe Importance Of No Child Left Behind Act1769 Words   |  8 Pagesrequired. That’s when the No Child Left Behind Act of 2001 was placed to ensure schools were being required to assess the students, and put forth standards and regulations f or students to pass. Primarily this act was in accordance to those within the lower income neighborhoods, because the main purpose of enacting the NCLB was to correlate with Title I Funding, which gave funding to those schools with a higher percentage of lower income students. The main target that this act was destined for was childrenRead MoreThe Importance of Improving Public Education Essay examples1453 Words   |  6 Pagesspecifically the â€Å"No Child Left Behind Act.† The No Child Left Behind Act was not the first law passed to affect the nation’s educational systems, nor will it be the last. There have been several problems laid out with the various educational systems put into place, and there are many things we could do today to better our educational systems in the future. Before President Bush’s No Child Left Behind Act went into place there was the â€Å"Elementary and Secondary Education Act of 1965.† However,Read MoreNo Child Left Behind Act1621 Words   |  7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first simply because they supported the goals of the act, once they saw the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought the Title 1 funding that the schools received should go to ensuring all schools had equal resources. Many peopleRead MoreEssay on No Child Left Behind Program1154 Words   |  5 Pagesto improved curriculums and extraordinary dropout rates. In an effort to combat these issues, the Bush administration implemented an act that purported to help schools to receive necessary funding for qua lified teachers and to close the racial and ethnic gaps, known as the No Child Left Behind Act (NCLBA). However, the NCLBA failed to deliver on its promises and left already struggling schools and children in disarray attempting to reach government mandates rather than ensuring a balanced educationRead MoreQuality Of Education : State And Federal Involvement1642 Words   |  7 PagesPresident, once stated, â€Å"A child miseducated is a child lost.† The importance of education has been hammered and embedded into our minds from the first day of school. We are constantly told education is the key to life. This is because education is â€Å"the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life (Dictionary.com).† Therefore, if a child is not educated at all orRead MoreThe No Child Left Behind Act1670 Words   |  7 Pages Literature Review: Every Student Succeeds Act Suzanne Hatton, BSW, LSW University of Kentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of itsRead MoreIn The Year 2000, Only 32 Percent Of Fourth-Graders Could1377 Words   |  6 Pageslevel (â€Å"ed.gov/importance†, 2002). This is a staggering number, but all we see is that 62 percent have are able to read at grade level and that’s still a decent percentage considering it’s the entire US population. These statistics are all taken using adults ages 25 and up. To reach over the age of 25 without having attained at least your HS degree in today’s society is astounding. In 2008, when Barack Obama was still a US Senator, he campaigned to get the No Child Left Behind act fixed. During this Read MoreThe Role Of State And Local Control Of Education850 Words   |  4 Pagesqualified individuals have mastered the skills that they need to be a certification teacher. The law, however, must maintain and establish the governing body that establishes and makes sure that school districts employ only qualified individuals. The importance of state and local control of education is crucial and provides the opportunity for each state to develop their own definition of what qualifications are needed by individuals in order to be considered â€Å"highly qualified†. This definition must beRead MoreThe Concept of Federalism in the US1083 Words   |  4 Pagesthe way that states govern themselves. Even with this, education has always been a field that Federalism focused on, considering that it emphasized the importance of government involvement in the way that education is provided. There is actually much controversy regarding this topic, as even though contemporary federalism promotes the importance related to states governing themselves, it is also dedicated to having all individuals in the U.S. experience little to no problems in their attempts to

Night World Huntress Chapter 16 Free Essays

I am not,† Claire said. â€Å"Yeah, you are,† Jez said, still gently, as if humoring a child. â€Å"I am not. We will write a custom essay sample on Night World : Huntress Chapter 16 or any similar topic only for you Order Now † â€Å"You don’t even know what it is.† Jez looked at Hugh. â€Å"You know what? I just realized something. The Wild Powers are all supposed to be ‘born in the year of the blind Maiden’s vision,’ right?† â€Å"Yeah†¦Ã¢â‚¬  â€Å"Well, I was trying to figure that out all yesterday. And now, it just came to me, like that.† She snapped her fingers. â€Å"I was thinking about visions like prophecies, you know? But I think what it meant was vision, like sight. Eyesight. Aradia only had her eyesight for a year-and that’s the year. Seventeen years ago.† Hugh looked at Claire. â€Å"And she’s â€Å"Seventeen.† â€Å"So what?† Claire yelled. â€Å"So are you! So are lots of people!† â€Å"So am I,† Hugh said with a wry smile. â€Å"But not everybody can stop a train with blue fire.† â€Å"I didn’t stop anything,† Claire said with passionate intensity. â€Å"I don’t know what a Wild Power is, but I didn’t do anything back there. I was just lying there and I knew we were going to die-â€Å" â€Å"And then the blue light came and the train stopped,† Jez said. â€Å"You see?† Claire shook her head. Hugh frowned and looked suddenly doubtful. â€Å"But, Jez-what about the fire at the Marina? Claire wasn’t there, was she?† â€Å"No. But she was watching it live on TV. And she was very, very upset about it. I’ve still got the scars.† Hugh drew in a slow breath. His eyes were unfocused. â€Å"And you think it works across that distance?† â€Å"I don’t know. I don’t see why it shouldn’t.† They were talking around Claire again, Jez gazing into the depths of the garage. â€Å"I think maybe distance is irrelevant to it. I think what happens is that she sees something, and if she’s upset enough about it, if she’s desperate enough and there’s no physical way to do anything, she just-sends out the Power.† â€Å"It’s completely unconscious, then,† Hugh said. â€Å"And who knows, maybe she’s done it before.† Jez straightened, excited. â€Å"If it’s happening far away, and she doesn’t see the flash, and she doesn’t feel anything†¦Ã¢â‚¬  She turned on Claire. â€Å"You didn’t feel anything when you stopped the train?† â€Å"I didn’t stop the train,† Claire said, slowly and with shaky patience. â€Å"And I didn’t do anything about that fire at the Marina, if that’s what you’re talking about.† â€Å"Claire, why are you in such total denial about this?† â€Å"Because it’s not the truth. I know I didn’t do anything, Jez. When you know, you know.† â€Å"Actually, I don’t blame her,† Hugh said. â€Å"It’s not a great job.† Jez blinked, and then the truth swept over her. Her entire body went cold. Oh, Goddess†¦ Claire. Claire’s life as a normal person was over. She was going to have to leave everything, her family, her friends, and go into hiding. From this point on, she would be one of the four most important people in the world-the only of the four Wild Powers who was identified. Constantly hunted. Constantly in danger. Sought after by everyone in the Night World, for a hundred different reasons. And Claire had no experience. She was so innocent. How was she supposed to adjust to a life like that? Jez shut her eyes. Her knees were so weak that she had to sit down. â€Å"Oh, Claire †¦ I’m sorry.† Claire gulped, staring at her. There was fear in her dark eyes. Hugh knelt. His expression was still and sad. Tm sorry, too,† he said, speaking directly to Claire. â€Å"I don’t blame you at all for not wanting this. But for right now, I think we’d better think about getting you someplace safe.† Claire now had the look of somebody after an earthquake. How could this happen to me? Why wasn’t I paying attention before it hit? â€Å"I†¦ have to go home,† she said. But she said it very slowly, looking at Jez in fear. Jez shook her head. â€Å"Claire-you can’t I-† She paused to gather herself, then spoke quietly and firmly. â€Å"Home isn’t safe anymore. There are going to be people looking for you-bad people.† She glanced at Hugh. He nodded. â€Å"A werewolf tried to run me down with a car, then jumped me. I think he must have followed me from the station. I knocked him out, but I didn’t kill him.† â€Å"And there’s the vampire from the platform,† Jez said. â€Å"He got away-did he see the flash?† â€Å"He saw everything. We were both right there, looking down at you. After that, he took off running. I’m sure he’s going back to report to whoever sent him.† â€Å"And they’ll be putting everything they have on the streets, looking for us.† Jez looked around the garage. â€Å"We need transportation, Hugh.† Hugh gave a tiny grin. â€Å"Why do I have the feeling you don’t mean a taxi?† â€Å"If you’ve got a pocketknife, I can hotwire a car. But we have to make sure nobody’s around. The last thing we need is the police.† They both stood up, Jez reaching down absent-mindedly to pull Claire to her feet. Claire whispered, â€Å"Wait. I’m not ready for tins-â€Å" Jez braced herself to be merciless. â€Å"You’re never going to be ready, Claire. Nobody is. But you have no idea what these people will do to you if they find you. You†¦ just have no idea.† She located a Mustang across the garage. â€Å"That’s a good one. Let’s go.† There was a loose brick in the wall near the car. Jez wrapped it in her jacket and broke the window. It only took a moment to get the door open and another few seconds to start the car. And then everybody was inside and Jez was pulling smoothly out â€Å"Take Yanacio Boulevard to the freeway,† Hugh said. â€Å"We’ve got to head south. There’s a safe house in Fremont.† But they never made it out of the garage. Jez saw the Volvo as she turned the first corner toward the exit It had its brights on and it was heading right for them. She twisted the wheel, trying to maneuver, but a Mustang wasn’t a motorcycle. She didn’t have room. She couldn’t slip out and get away. The Volvo never even slowed down. And this time there was no blue light. There was a terrible crashing of metal on metal, and Jez fell into darkness. Everything hurt. Jez woke up slowly. For a long moment she had no idea where she was. Someplace-moving. She was being jolted and jarred, and that wasn’t good, because she seemed to be bruised all over. Now, how had that happened†¦ ? She remembered. And sat up so fast that it made her head spin. She found herself looking around the dim interior of a van. Dim because there were no real windows. The one in back had been covered from the outside with duct tape, and only a little light came through at the top and bottom. No light came from the front. The driver’s compartment was closed off from the back by a metal wall. There were no seats in back, nothing at all to work with. Only three figures lying motionless on the floor. Claire. Hugh. And†¦ Morgead. Jez stared, crawling forward to look at each of them. Claire looked all right. She had been in the backseat with a seat belt on. Her face was very pale, but she didn’t seem to be bleeding and she was breathing evenly. Hugh looked worse. His right arm was twisted oddly under him. Jez touched it gently and determined that it was broken. And I don’t have anything to set it with. And I think sbmething else is wrong with him-his breathing’s raspy. Finally she looked at Morgead. He looked great. He wasn’t scraped or bruised or cut like the rest of them. The only injury she could find was a huge lump on his forehead. Even as she brushed his hair back from it, he stirred. His eyes opened and Jez found herself looking into dark emeralds. â€Å"Jez!† He sat up, too fast. She pushed him back down. He struggled up again. â€Å"Jez, what happened? Where are we?† â€Å"I was hoping you might tell me that.† He was looking around the van, catching up fast Like any vampire, he didn’t stay groggy long. â€Å"I got hit. With wood. Somebody got me when I left my apartment.† He looked at her sharply. â€Å"Are you okay?† â€Å"Yeah. I got hit with a car. But it could be worse; it was almost a train.† They were both looking around now, automatically in synch, searching for clues to their situation and ways to get out They didn’t have to discuss it The first order of business was always escape. â€Å"Do you have any idea who hit you?† Jez said, running her fingers over the back door. No handles, no way to get out â€Å"No. Pierce called to say he’d come up with something on the Wild Power. I was going to meet him when suddenly I got attacked from behind.† He was going over the metal barrier that separated them from the driver’s cabin, but now he glanced at her. â€Å"What do you mean, it was almost a train?† â€Å"Nothing here. Nothing on the sides. This van is stripped.† â€Å"Nothing here, either. What do you mean, a train?† Jez wiggled around to face him. â€Å"You really don’t know?† He stared at her for a moment. Either he was a fantastic actor, or he was both innocent and outraged. â€Å"You think I would do something to hurt you?† Jez shrugged. â€Å"It’s happened in the past.† He glared, seemed about to get into one of his Excited States. Then he shook his head. â€Å"I have no idea what’s going on. And I would not try to hurt you.† â€Å"Then we’re both in trouble.† He leaned back against the metal wall. â€Å"I believe you there.† He was silent for a moment, then said in an odd, deliberate tone, â€Å"It’s the Council, isn’t it? They found out about Hunter’s deal with us, and they’re moving in.† Jez opened her mouth, shut it. Opened it again. â€Å"Probably,† she said. She needed Morgead. Claire and Hugh weren’t fighters. And whoever had them was a formidable enemy. She didn’t think it was the Council. The Council wouldn’t use hired thugs; it would work through the Elders in San Francisco. And it would have no reason to kidnap Morgead; the deal with Hunter Redfern didn’t really exist. Whoever it really was had a good intelligence system, good enough to discover that Morgead knew something about the Wild Power. And had a lot of money, because it had imported a lot of muscle. And had a sense of strategy, because the kidnappings of Jez and Claire and Hugh and Morgead had been beautifully timed and nicely executed. It might be some rogue vampire or werewolf chieftain who wanted to grab power. It might be some rival vampire gang in California. For all Jez knew, it might even be some insane faction of Circle Daybreak. The only thing that was certain was that she was going to have to fight them whenever this van got where it was going, and that she needed all the help she could get. So it was important to lie to Morgead one last time, and hope that he would fight with her. She had to get Claire away safely. That was all that mattered. The world would survive without her and Morgead, and even without Hugh, although it would be a darker place. But it wouldn’t survive without Claire. â€Å"Whether it’s the Council or not, we’re going to have to fight them,† she said out loud. â€Å"How’s your energy-blast trick? The one you demonstrated when we were stick-fighting.† He snorted. â€Å"Not good. I used up all my Power fighting the guys who tackled me. It’ll be a long time before I recharge.† Jez’s heart sank. â€Å"Too bad,† she said unemotionally. â€Å"Because those two aren’t going to be able to do much.† â€Å"Those humans? Who are they, by the way?† His voice was so carefully careless again. Jez hesitated. If she said they were unimportant, he might not help her save them. But she couldn’t tell the truth, either. â€Å"That’s Claire, and this is Hugh. They’re-acquaintances. They’ve helped me in the past.† â€Å"Humans?† â€Å"Even humans can be useful sometimes.† ‘I thought maybe one of them might be the Wild Power.† â€Å"You thought if I found the Wild Power I wouldn’t tell you?† ‘It occurred to me.† â€Å"You’re so cynical, Morgead.† ‘I prefer to call it observant,† he said. ‘For instance, I can tell you something about your friend Hugh, there. I saw him in the city, just once, but I remember his face. He’s a damned Daybreaker.† Jez felt a tension in her chest, but she kept her face expressionless. â€Å"So maybe I’m using him for something.† â€Å"And maybe,† Morgead said, simply and pleasantly, â€Å"you’re using me.† Jez lost her breath. She stared at him. His face was shadowed, but she could see its clean tines, the strong but delicate features, the darkness of his eyebrows and the tension in his jaw. And she knew, as he narrowed his eyes, that they were the color of glacier ice. â€Å"You know,† he said, â€Å"there’s still a connection between us. I can feel it, sort of like a cord between our minds. It pulls. You can’t deny it, Jez. It’s there whether you like it or not. And-† He considered, as if thinking of the best way to put this. â€Å"It tells me things. Things about you.† Oh, hell, Jez thought. It’s over. I’m just going to have to protect Hugh and Claire myself. From him and whoever’s got us. Part of her was scared, but part was just furious, the familiar fury of needing to bash Morgead over the head. He was so certain of himself, so †¦ smug. â€Å"So what’s it telling you now?† she said sarcastically before she could stop herself. â€Å"That you’re not telling the truth. That there’s something you’re keeping from me, something you’ve been keeping from me. And that it has to do with him.† He nodded toward Hugh. He knew. The jerk knew and he was just playing with her. Jez could feel self-control slipping away. â€Å"Something to do with why you want the Wild Power,† Morgead went on, a strange smile playing on his lips. â€Å"And with where you’ve been for the past year, and with why you suddenly want to protect humans. And why you say ‘Goddess’ when you’re surprised. No vampire says that. It’s a witch thing.† Goddess, I’m going to kill him, Jez thought, clenching her teeth. â€Å"Anything else?† she said evenly. â€Å"And with why you’re scared of me reading your thoughts.† He smirked. â€Å"Told you I was observant.† Jez lost it. â€Å"Yeah, Morgead, you’re brilliant. So are you smart enough to figure out what it all means? Or just to get suspicious?† â€Å"It means-† He looked uncertain suddenly, as if he hadn’t exactly figured out where all this was leading. He frowned. â€Å"It means†¦ that you’re †¦Ã¢â‚¬  He looked at her. â€Å"With Circle Daybreak.† It came out as a statement, but a weak one. Almost a question. And he was staring at her with an I-don’t-believe-it look. â€Å"Very good,† Jez said nastily. â€Å"Two points. No, one; it took you long enough.† Morgead stared at her. Then he suddenly erupted out of his side of the van. Jez jumped forward, too, in a crouch that would let her move fluidly and protect Hugh and Claire. But Morgead didn’t attack. He just tried to grab her shoulders and shake her. â€Å"You little idiot!† he yelled. Jez was startled. â€Å"What?† â€Å"You’re a Daybreaker?† â€Å"I thought you had it all figured out.† What was wrong with him? Instead of looking betrayed and bloodthirsty he looked scared and angry. Like a mother whose kid has just run in front of a bus. â€Å"I did-I guess-but I still can’t believe it. Jez, why? Don’t you know how stupid that is? Don’t you realize what’s going to happen to them?† â€Å"Look, Morgead-â€Å" â€Å"They’re going to lose, Jez. It’s not just going to be the Council against them now. Everybody in the Night World is going to be gunning for them. They’re going to get wiped out, and anybody who sides with them will be wiped out, too.† His face was two inches from hers. Jez glared at him, refusing to give ground. â€Å"I’m not just siding with them,† she hissed. â€Å"I am one of them. I’m a damned Daybreaker.† â€Å"You’re a dead Daybreaker. I can’t believe this. How am I supposed to protect you from the whole Night World?† She stared at him. â€Å"What?† He settled back, glaring, but not at her. He was looking around the van, avoiding her eyes. â€Å"You heard me. I don’t care who your friends are, Jez. I don’t even care that you came back to use me. I’m just glad you came back. We’re soulmates, and nothing can change that.† Then he shook his head furiously. â€Å"Even if you won’t admit it.† â€Å"Morgead†¦Ã¢â‚¬  Suddenly the ache in Jez’s chest was too much to stay inside. It was closing off her throat, making her eyes sting, trying to make her cry. She had misjudged Morgead, too. She’d been so sure that he would hate her, that he could never forgive. But of course, he didn’t know the whole truth yet. He probably thought that her being a Daybreaker was something she would grow out of. That it was just a matter of getting her to see the light and change sides again, and she would become the old Jez Redfern. He didn’t realize that the old Jez Red-fern had been an illusion. Tm sorry,† she said abruptly, helplessly. â€Å"For all of this, Morgead-I’m sorry. It really wasn’t fair to you for me to come back.† He looked irritated. â€Å"I told you; I’m glad you did. We can work things out-if you’ll just stop being so stubborn. We’ll get out of this-â€Å" â€Å"Even if we do get out of it, nothing’s going to change.† She looked up at him. She wasn’t frightened of what he might do anymore. The only thing she was frightened of was seeing disgust in his eyes-but she still had to tell him. â€Å"I can’t be your soulmate, Morgead.† He hardly seemed to be listening to her. â€Å"Yes, you can. I told you, I don’t care who your friends are. Well keep you alive somehow. The only thing I don’t understand is why you’d want to ally yourself with stupid humans, when you know they’re going to lose.† Jez looked at him. Morgead, the vampire’s vampire, whose only interest was in seeing the Night World conquer humanity completely. Who was what she had been a year ago, and what she could never be again. Who thought of her as an ally, a descendent of one of the first families of the lamia. Who thought he loved who he thought she was. Jez kept looking at him steadily, and when she spoke, it was very quietly. And it was the truth. â€Å"Because I’m a human,† she said. How to cite Night World : Huntress Chapter 16, Essay examples

Ethics and Governance in the Criminal Justice System

Question: Discuss about theEthics and Governance in the Criminal Justice System. Answer: Introduction: The actions of the law enforcing authorities are often criticized for maladministration and unethical stands taken by them. This happens to be one of the most favorite subjects of the common people since the easiest thing to do is to find faults with the actions taken by policemen. While the intention of this essay is not to deprive the public of the pleasures of finding faults with an agency who is neither worried nor bothered by what people say in private since whenever some problems surface they first think of calling the police. Police is neither an authority nor an agency but is essentially a concept. This concept is one of very high dependence on them to seek justice against any wrong doings by any one(Banks, 2004). Discussion: Since the police force is an integral part of the society it would be very appropriate to look at the very basic dilemma which faces this esteemed law implementing force. To start with, the ethical dilemma that this force is required to address can be understood by a simple situation which must have come sometime in every bodys life. Suppose that somebodys grandmother is very sick and is on the verge of passing away. The doctor has very clearly said that she has just a few hours to live(Kleinig, 1996). At this point she calls the person and tells him that her last and death wish is that he should wake up early and say his prayers before the lord every morning. Now this person is in a fix. This grandmother was his best friend during his growing up years, she was his shelter from all the hazards of the family whenever he was up to some mischief, she was the one who would sing him lullabies and put him to sleep and in aunt shell this person was very fond of his grandmother. Here is the main question, and that is what does he answer? He knows that he has to work in the factory till late in the evening and rarely will he be at home before mid night. Again the next morning he has to rush to be in time for this duty. He knows that his life style just does not permit to wake up early and say his prayers. If he says no that would be telling the truth but then the old lady who has just a few hours to live would be very badly disappointed. Again if he tells that he certainly would ensure that he does not start the day without saying his prayers then that would be a blatant lie since he knows better than anyone else that he will never be able to keep his promise. Yet the old lady whom he loved so much would be happy. Without wasting time on which should be the right answer for him to give, a quick look at the basic intentions and the interpretations of these two situations will throw some light on the teleological and deontological theory concepts. These two theories are two ways of looking at the above event(Maguire, 2002). While Teleological theory lays emphasis on the consequences the Deontological theory lays stress on the actions. Thus if the person tells his grandmother that it would not be possible for him to say his prayers every morning then deontological views say that he is very correct since he is telling the truth; but then the consequences would be that the dying grandmother will be very sad since her death wish was not granted. Thus by the deontological theory it may be the right thing to do but teleological view would fault him for creating sadness to a very intimate and loving individual at a very critical juncture of her life(Stanford, 2007). Again by the teleological view the answer in affirmative that he would tell his prayers regularly in the morning only to ensure that his grandmother passes away with a very light heart is essentially a white lie. Deontological consideration would emphasize that he tells the truth at least to a dying person who is very close to her. Telling a lie at such a position in life is a grave misconduct which is very wrong(Uow, 2007) The police force however needs to follow the Deontological views since the police cannot have any kind of intimacy with the wrong doer. The above example is only to clarify the difference between the two theories i.e. Teleological and deontological theory and this example is not applicable for the police force of the country. All teleological views are areas which need closer probing to establish the intentions and the consequences of any wrongful action. Police do neither have the authority to judge or decide on the consequences of the actions. They are present that no one breaks any rules(Bagaric Dimopoulos, 2003) Conclusion: If someone rushes past a red signal on the road on the plea that he has to reach the office in time the police is not licensed to take a teleological view and let the culprit go free. The rule is that if there is a red signal all traffic must stop. The reason is that red signals did not get placed on the streets all of a sudden. If the trespasser wanted to reach office in time then he should have started early enough. Breaking rules are not permissible yes if he can convince the judge that he had to reach a place which meant a difference of life and death for someone then perhaps the the judge would consider viewing his lapse with an element of softness. But then it is the job of the judge not the police. Thus police should go by the actions (whether a wrong has been done on not) and not by consequences and intentions. References: Bagaric, M. Dimopoulos, P., 2003. Legal ethics is normal etchis: towards a coherent system of legal ethics. [Online] [Accessed 23 Occtober 2016]. Banks, C., 2004. Criminal Justice Ethics: Theory and Practice. Sage. Kleinig, J., 1996. The Ethics of Policing. Cambridge: Cambridge University Press. Maguire, M..M.R.a.R.R., 2002. The Oxford Handbook of Criminology. Oxford: Oxford University Press. Stanford, 2007. Deontological Ethics. [Online] Available at: https://plato.stanford.edu/entries/ethics-deontological/ [Accessed 23 October 2016]. Uow, 2007. Technological theory of ethics. [Online] Available at: https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1001context=accfinwp [Accessed 23 October 2016].

The themes of langston hughes Essays - Bioethics, Medical Ethics

The themes of langston hughes Enhancing Humans through Science Is Beneficial Are designer babies the scientific answer to eliminating crucial diseasesthat are transmitted through genes or is it the Eugenics of the future? Since mankind now has the option to alter genes, sex, physical appearance and intellect, are we playing God? And what families and social class would be able to afford this type of procedure? What constitutes good health is arguable.Scientists have various theories when it comes to genetic engineering for the cure of certain diseases. Inseveral countries in Europe, the practice of Eugenics is performed on parents who are susceptible to giving birth to Down Syndrome children. These tests are mandatory, and coercion is used on the parents to abort the fetus that has tested positive for Down Syndrome disease. The reasoning behind the coercion practiceis that it is cost efficient forthe government to eliminate these births for health insurance purposes and to maintain the mass population intelligence level. There are two modern examples of this. In the United States, the practice of Planned Parenthood was considered Eugenics and in Germany, Hitler practices of genocide were forms of Eugenics. Since genetic engineering is not a natural act, it is considered Eugenics. For so many years, there were families who were unable to conceive children naturally; therefore, their alternative choices were to seek help from scientific labs that provide the technology to impregnate women. One of the ways is genetic engineering combined with IVF (In Vitro Fertilization). As scientists began focusing on genetic engineering, the bar was pushed to where parents are able to choose the sex of their baby. Scientists are experimenting with genes which will give parents a choice of choosingevery trait to make a perfect baby/child. The upside to this act is the chosen gene will not disease free. The downside is genetic engineering is altering the natural way of conception and parenting of children. I find parents who use genetic engineering to designing their babies unethical. The fetus which receives these choice genes, have their future carved out for them by their parents. There are so many things that may go wrong with a designer baby. Who is to say the genes chosen, would produce the intended designer baby? The parents may get a child, a healthy baby, that is, disease free, but not of their choosing, such as eye and hair color or intellect. Lets say there is a possibility these babies will grow up and meet their parents initial potential, but find themselves superior to other children who do not perform academically as well as them. This can be the start of segregation among social classes.It could bring to life some science fiction literature as shown in novels like, Brave New World and The Hunger Games. When parents start to manipulate what is natural, they contribute to Darwins idea of perfection, an unblemished society. Since parenting does not come with instructions, each stage of the of the newborns development is a trial and error. The definition of being a parent is nurturing and raising your baby to become a healthy and productive individual. (Farlex) In reality the only families that can afford to indulge in these scientific practices will be wealthy individuals. Scientific technology is already available for those who want to alter some part of their bodies in which they are dissatisfied with, and some health insurances cover some cosmetic surgeries, but I feel they should not cover individuals who want to design an embryo to rise as their own. The cost of manufacturing embryos,which includes choosing sexes, talents and race, will become very expensive. In reality the expense may lower the demand for the genetic engineering and the intent which it was meant, will no longer be valid. Will the outcome of exploring these scientific developments wipe out disorders from the beginning? It has not been proven that using genetic engineering is safe to use on human beings to cure diseases. Whos to say that using this practice will not encourage prejudice, not among the races, but among those individuals who are deemed to be superior. It will set up a new class of genetically designed people and naturally made people. (Ahmad) This separation may cause another type

Truffaut and the New Cinema

Truffaut and the New Cinema FranÂÆ'Â §ois Truffaut Rides In On The New WaveSince films inception in the late 19th century, film has gone through many changes. What started out as short exhibitionist films and scenics grew into the full feature films that today's population is accustomed to. This, however, was not a fluid progression. The classic hollywood style took an early dominant role in the history of film, with the majority of films following this classical style. They were appealing to the masses, and were very profitable. This style did not appeal to all filmmakers and directors. Since the creation of the cinema, and the classic full feature there have been many movements that have rebelled against the classic style of Hollywood and the commercial cinema. Such movements usually coincided with the intellectual, social, economical and artistic movement of the time. For example, after World War I the Avant-Garde movement begun. It was based off that generations feeling that after the devastation of the w ar nothing could be the same as before.Image taken from page 107 of 'The History and Trad...The movement was inclusive of the theatre, art, poetry and film. The Avant-Garde movement was heavily influenced by African art, and the movement was not contained to one nation, it was a large and expansive international movement. Another post-WWI movement in film was the Soviet Montage, a smaller movement mainly influenced by the economical and political strains in Soviet Russia.Unfortunately the world would soon bear the devastation of another world war. The travesty of the war was reflected in the eyes of the new generation of artists. The world around them was rapidly changing. The massive colonial empires were diminishing, though wars still raged in many of the previous colonies, especially on the African continent. Filmmakers at this time in France felt that the heavily commercialized and large, over the top...

Definition and Examples of Leading Questions

Definition and Examples of Leading Questions A leading question is a type of question that implies or contains its own answer. By contrast, a neutral question is expressed in a way that doesnt suggest its own answer. Leading questions can serve as a form of  persuasion. They  are rhetorical in the sense that the implied answers can be an attempt to shape or determine a response. Phillip Howard says: While we are on about questions of rhetoric, let us put on the record for those being interviewed on television that  a leading question is not a hostile one  that goes to the nub and puts one on the spot(A Word in Your Ear, 1983). In addition to TV journalism, leading questions can be used in sales and marketing, in job interviews, and in court. In polls and surveys, a problematic question can skew the results: Subtle leads  are questions that may not be immediately recognized as leading questions. Harris (1973) reports studies which demonstrate that the way a question is worded can influence the response. For example, asking somebody how tall a basketball player is produced greater estimates than when respondents were asked how short the player was. The average guess of those who were asked how tall? was 79 inches, as opposed to 69 inches for those who were asked how small? Hargie describes a study by Loftus (1975) which reported similar findings when forty people were asked about headaches. Those who were asked Do you get headaches frequently and, if so, how often? reported an average of 2.2 headaches per week, whereas those who were asked Do you get headaches occasionally and, if so, how often? reported only 0.7 per week. Some interviewers may deliberately use subtle leads to obtain the answers they desire, but often neither the interviewer nor respondent is aware of the extent to whic h the wording of the question can influence the response.(John Hayes,  Interpersonal Skills at Work. Routledge, 2002) In Court In a courtroom, a leading question is one that tries to put words in the witness mouth or looks for the person to echo back what the questioner asked. They dont leave room for the witness to tell the story in his or her own words. Authors Adrian Keane and Paul McKeown illustrate: Leading questions are usually those so framed as to suggest the answer sought. Thus it would be a leading question if counsel for the prosecution, seeking to establish an assault, were to ask the victim, Did X hit you in the face with his fist? The proper course would be to ask Did X do anything to you and, if the witness then gives evidence of having been hit, to ask the questions Where did X hit you and How did X hit you?(The Modern Law of Evidence, 10th ed. Oxford University Press, 2014) Leading questions are not allowed on direct examination but are allowed on cross-examination and select other instances, such as when the witness is labeled as a hostile one.   In Sales Author Michael Lovaglia explains how salespeople use leading questions to gauge customers, illustrating with a furniture store salesperson:   Buying a roomful of furniture is a major purchase, a big decision....The salesperson, waiting impatiently, wants to hurry the process along. What can she do? She probably wants to say, So buy it already. Its just a sofa. But that would not help. Instead, she asks a leading question: How soon would you need your furniture delivered? The customer might answer Right away or Not for a few months, until we move into our new house. Either answer serves the salespersons purpose. The question assumes that the customer will need the stores delivery service, though that is true only after the customer buys the furniture. By answering the question, the customer implies that she will go ahead with the purchase. The question helps push her into a decision that she had been uncertain about until she answered it.(Knowing People: The Personal Use of Social Psychology. Rowman Littlefield, 2007)

Cooper exercisa choices Essay Example | Topics and Well Written Essays - 750 words

Cooper exercisa choices - Essay Example Further, even if the illness were not contagious, being groggy from medication or having an impaired judgment could be dangerous to the patient. An ill or sick nurse would be prone to making unnecessary errors that might potentially endanger the patients. If after answering these questions the answers points towards staying at home, I would do so only after informing the relevant authority. They would then take appropriate measures to ensure that my patient(s) is taken care of in my absence. Nurses are obligated by the nurses’ code of ethics and obligation to put the interests of their patients first. They are required to respect the value and dignity of their patients. Most importantly, their primary responsibility should be to provide the best care that enables the emotional, social, and physical well-being of the patient. More often than not, just like in Betsy’s case, nurses are faced with situations where their personal needs conflict with the patients’ needs or their professional responsibilities (Cooper 36). They are thus called to be responsible in as far as balancing these needs is concerned. In order to be able to balance the tension between the needs of the patient needs and the nurse’s needs, they must first reaffirm their commitment to the patient and their work. This can be achieved by being honest about your needs and evaluating whether putting them ahead of that of your patient’s can be detrimental to the patientâ€℠¢s emotional, physical and social well-being. With proper cooperation with colleagues, a nurse can be able to balance his time between caring for the patient and taking care of his/her needs. Ultimately, however, the needs of the patients still comes first. For nurses, there is no limit for caring for their patients. They are obligated to ensure that they take care of the interests of patients and be committed to providing them with optimal care. These obligations and

ATKINS DIET Essay Example | Topics and Well Written Essays - 1000 words

ATKINS DIET - Essay Example 20-23), the main principle of Atkins diet was to deprive the body of carbohydrates so that the body could shift the metabolism of the body from breaking down the glucose to converting the stored body fat (Insel, Turner & Ross, pp. 130-132). This way the person has greater chances of losing weight and less chances of getting fat again. The Atkins diet focuses its energy on decreasing the intake of sugar, glucose, and carbohydrates. Furthermore, the focus also remains on decreasing the intake of fiber. Towards the end of the day, the subject, along with weight loss, gradually finds himself with a reduced appetite (Bowden, pp. 20-23). However, this type of diet in not at all ideal for vegetarians since Atkins diet includes high quantities of meat as an attempt to increase the protein and minerals content in the diet. Atkins program is different from other diet programs because it goes on to take the way of moderation. Rather than forcing its followers to force themselves to remain hungr y or deprive oneself of the needed food, Atkins Diet follows the mantra of never be hungry. During the first phase of induction, this is also the toughest and strictest phase of the entire course, people start off the program by restricting their daily carbohydrate intake to less than 20 grams (Insel, Turner & Ross, pp. 130-132; Hensley, pp. 85-89). ... In the next phase of pre maintenance, the subject would increase his or her carbohydrate level again to find the level where the weight remains steady. The last phase is of lifetime maintenance where the subject ensures that he or she does not forget the habits acquired in the previous stages (Lutz, Allan & Allen, pp. 64-65). Despite the fact that supporters and proponents of Atkins Diet put forward the evidence that the diet has helped people from diverse backgrounds to lose their weight and escape the vicious circle of obesity, the diet appears to be falling short on the basic five characteristics of a nutritious diet. Adequacy, which is the first characteristic, refers to the provision of 100 percent nutrients through the diet. Quite clearly, Atkins Diet ensures that the person ends up getting a high protein and saturated fat diet with little or â€Å"no carbohydrates, fiber, minerals, and vitamins† (Hensley, pp. 85-89). The second characteristic is of a nutritious diet is that it has be â€Å"balanced† (Lutz, Allan & Allen, pp. 64-65; Hensley, pp. 85-89). By blocking carbohydrates and fiber, the Atkins Diet fails to fulfill the balanced part of the criteria. However, the Atkins Diet is perfect match for the third criteria of nutritious diet, which is about moderation (Sharkey & Gaskill, pp. 96-98). As mentioned earlier that neither Atkins Diet tells people to eat with full force nor does it tell them to stay hungry for longer periods. Instead, it tells them to adopt s diet, which will not add to their weight but will help them burn the existing calories. The fourth criterion is about calorie control Atkins Diet appears to be hitting the bull’s eye on these criteria as well.

Healthy and Safety Within the Setting Essay Example for Free

Healthy and Safety Within the Setting Essay You have a new member of staff starting and you are responsible for giving them all the information on health and safety requirements in your setting they need to be aware of. Prepare a document/presentation to give to them, which should include the following information: * A brief explanation of the relevant health and safety legislation * How you plan and maintain a healthy and safe environment * What factors do you consider when planning the environment to ensure safety for all. Health and safety legislation. Within the early years setting, we have a duty of care. This means looking after the children and keeping them safe when they are in our care. The health and safety at work act 1974 covers all employment settings within great Britain. The requirements within the act are that:- Buildings should be well kept and with the safety of who ever will be accessing it in mind. The environment as a whole should be kept safe and clean. All equipment should be stored in a safe place. The way in which the staff work should promote the safety of children. Health and safety within the setting. The will be policies and procedures covering health and safety within our setting. As en employee you should be aware of all of the health and safety requirements. The setting should be safe for everyone and not pose risk of danger or injury. A system of safe practice should be in place. Any chemicals or substances should be stored safely and out of the way of the children. All staff should be given the appropriate training and information on the health and safety of the setting and safety regulations. If any rotective clothing is needed then it should be provided free of charge. If and serious injuries or diseases were to happen then they should be reported to the health and safety executive. There should be first aid equipment provided. A representative of safety should be consulted about any issues affecting the work place. All employees should look after their own health and safety and the of the others around them, where their actions could affect others. The employees should cooperate with their employer on health and safety to ensure they keep a safe working environment. Within our setting. Within our setting we have daily checks covering all areas of the building. These are to be done at the beginning and end of each day. We have risk assessments as well which we use to prevent hazards. We keep all hazardous chemicals in the cupboard in the kitchen with a lock on the door. Also the children are not aloud into the kitchen. There is a gate with a lock on to stop them getting through. We have child friendly scissors which are only used under adult supervision. The cutlery that we provide the children with is plastic and so are their plates, bowls and cups. All the taps on the sinks that the children have access to have a block on them. This prevents them from getting to hot so the children cannot get burned. We have socket covers on all plug sockets. We do all the cleaning once the children have left the setting to prevent slips and trips. We have a lock on the front gate and back gate. This is so the children can not get out, but also so that nobody can get in without being let in. ll the radiators have covers on so the children cannot burn themselves on them. Any free standing unit’s the we have, have got locks on the wheels so they cant be moved or run over a child’s foot. We have things on all of the doors to prevent children shutting their finger in them. We make sure we think about all the risks within our setting and we address the problem to prevent an accidents happening. We have policies and procedures in place cove ring all factors of the setting, ensuring we make it as safe an environment for the children and employees as possible.

Rev. Arthur Dimmesdale and Hester’s Quest for Identity in Hawthornes S

Dimmesdale and Hester’s Quest for Identity in The Scarlet Letter  Ã‚     Ã‚   While allegory is an explicit and tempting reading of Hawthorne’s The Scarlet Letter, I see in this novel also the potential of a psychological reading, interpreting it as a search for one’s own self. Both Arthur Dimmesdale and Hester Prynne goes through this process and finally succeeded in finding the duality of one's personality, and the impossibility of complementing the split between individual and community identity. However, they were compelled to take different paths on this journey, and they react quite differently when they finally arrive at the conclusion of this search. Dimmesdale and Hester start out from the same point: their adultery. This "sin" shakes them out of place from their tracks, and begins their long and difficult journey. Dimmesdale’s crime is kept secret, but it does not mean that he can forget it or deny it. As a well-respected minister, he stands at the center of his community, being the advocate of religious and moral standards of that Puritan society. Whereas the Puritans are as a whole stern and strict concerning evils and sins, he is even more conscious of them than anyone else. The values he holds condemn him with a strong sense of guilt, precisely because he is his own prosecutor. The pain is acute because not only has he sinned, but he has to bear the secret of it: It was inconceivable, the agony with which this public veneration tortured him! †¦ He longed to speak out, from his own pulpit, at the full height of his voice, and tell the people what he was. †¦ ‘I, your pastor, whom you so reverence and trust, am utterly a pollution and a lie!’ (143) Not only does he have to bear the guilt of his crime, but h... ...uld have grown ripe for it, in Heaven’s own time, a new truth would be revealed, in order to establish the whole relation between man and woman on a surer ground of mutual happiness. (263) As Dimmesdale represents the society-bound person, oppressing his passions, and Hester the society’s exile, proudly denying her need for social support, the sad truth they discover, although through different ways, is one of the same: that one needs both individual freedom and social belonging. Although it is impossible for them to have both, and complete themselves, at least they have come to the recognition of this truth.    Works Cited Hawthorne, Nathaniel. The Scarlet Letter. Oxford and New York: Oxford University Press, 1998. Girgus, Sam B. Desire and The Political Unconsciousness in American Literature. New York: St. Martin’s Press, 1990.      

Distributed Leadership Essay

Leadership is the important activity that motivates an individual to achieve the predetermined objectives. This motivation nurtures inspiration that boosts us towards the goal. Now, comes the discussion of whether the leadership can be centralized or it can be distributed among various people. Once we start the discussion of distributed leadership, it should also be known whether it is a horizontal or vertical distribution. Horizontal distribution means distributing the leadership among the same level of people whereas vertical distribution again forks into top-down distribution and bottom-up distribution. Exploring these different approaches we identify two dimensions along which to consider the knowledgeable changes they raise about measuring how school leadership is distributed across school staff – data source and data focus. We should also observe the variations between schools and between activities that are adapted for distributing the responsibilities of leadership. Let us also consider different ways of studying how the work of managing and leading schools is distributed among people in schools and the methodological and philosophical pros and cons involved in this work. If we closely observe the daily lives of schools, we can think from a distributed perspective which has the potential to provide useful insight into how management and leadership unfold themselves. In the process of distributing the leadership, we can identify numerous entities in the school across which leadership can be distributed, including people in the aspects of the situation such as routines and imaginations. While there have been recent advances in articulating the conceptual frameworks for distributed school leadership, the empirical research base in this area is less developed. With a few exceptions, most empirical work has involved small samples of schools. While performing this study of distributed leadership, we come across two important observations to be made: Across which school actors do researchers hypothesize leadership and management is distributed? What aspects of leadership and management work are hypothesized to be distributed across people? These two questions lead to many sub questions like: Who should provide evidence of distributed leadership? Leaders, followers, or both? Among leaders, should researchers seek evidence on formal leaders, informal leaders, or both? Should the proof on distributed leadership come from self-reports or from more objective measurement plans such as the reports given by others through surveys? How do these various methodological choices about measuring the distributed leadership affect the validity of data? We can use multiple ways of identifying actors within schools among whom the work of leadership and management might be distributed. A distributed perspective serves as a new conceptual frame. It helps us understand leadership practice and how leadership practices might work more effectively in the context of schools. It is not a type of leadership or a style of leadership. It’s not a model of leadership. It’s not something you place on top of a school and say, ‘Now you are doing distributed leadership. ‘ A distributed perspective is thinking about the situation as an integral part of the leadership context; it is an integrated view of leaders’ thinking, their activity and behaviors, and the situation. The distributed perspective focuses on leadership activity. In an organizational context, leadership activity might be trying to sell a vision in the context of the school or trying to transform the instructional practice in particular classrooms within a school. It is the activity that we are trying to understand. Think about the constellation of people who are involved, how the context shapes what happens with that activity, and how artifacts might be an integral part of that activity. The distributed perspective is integrative thinking about all of those pieces and on leadership activity itself. The roots of distributed leadership is an outgrowth of activity theory and distributed cognition. Activity theory is about how an activity system works. Think of the cockpit of an airplane – the people in the cockpit, the instrument panel, the people who are trying to help the plane land – and try to think about the activity of landing the plane not as something an individual person does, not as something the instrument panel does without the people, not as something a pilot could do without the air traffic controller. Try to think about the whole activity system. This is comparable to what is meant by leadership activity. With distributed cognition, we are trying to think about how sense making is stretched over social interaction and artifacts in an environment. The context and social system matter. Distributed cognition suggests that people’s thinking and actions don’t happen in a vacuum. Thinking happens through social interaction and interaction with the environment. These impact how the leadership activity happens. Distributed leadership integrates these central ideas from activity theory and distributed cognition. We think of leadership as an influence relationship – the ability to influence the practices of others in ways that bring about a ‘major change in form, nature, and function of some phenomenon. But distributed leadership moves beyond trying to understand leadership through the actions and beliefs of single leaders. It is constituted through the interaction of leaders, teachers, and the situation as they influence instructional practice. Distributed leadership is a powerful way to understand leadership activity in schools in more complex and interconnected ways. Distributed leadership can also be called as ‘dispersed leadership’, ‘collaborative leadership’, ‘democratic leadership’ and ‘shared leadership’. ‘Dispersed’ appears to suggest leadership as an activity that can be located at different points within an organization and pre-exists delegation which is a conscious choice in the exercise of power. The idea of dispersed leadership is captured by David Green’s term ‘leaderful community’ which involves a community in which people believe they have a contribution to make, can exercise their initiative and can, when relevant to the task in hand, have followers. The Collaborative leaderships operates on the basis of ‘alliance’ or ‘partnering’ or ‘networking. ’ Network learning communities, sponsored by NCSL are an expression of collaboration across the boundaries of individual institutions. Collaborative leadership may also apply to an ‘inter-agency context’, expressed in schools’ joint work with community agencies, parents, teacher groups, and other external stakeholders. Leadership as ‘democratic’ is by definition antithetical to hierarchy and delegation. Elsbernd suggests four defining characteristics (i) a leader’s interaction with, and encouragement of others to participate fully in all aspects of leadership tasks (ii) wide-spread sharing of information and power (iii) enhancing self-worth of others and (iv) energising others for tasks. Democratic leadership can either take the form of consultative (where a leader makes a group decision after consulting members about their willingness) or participative decision-making (where a leader makes the decision in collaboration with the group members – often based on majority rule). Shared leadership is best understood when leadership is explored as a social process – something that arises out of social relationships not simply what leaders do. It does not dwell in an individual’s qualities or competencies but lies between people, within groups, in collective action, which defies attempts to single out ‘a leader’. A common message that runs through these definitions is that leadership is not the monopoly of any one person, a message that is central to the notion of distributed leadership. In distributed leadership, it is not only the headteacher’s leadership that counts but also the leadership roles performed by deputy heads, substantive teachers, support teachers, members of school councils, boards or governing bodies and students. Leadership is ‘dispersed rather than concentrated’ and does not necessarily give any particular individual or categories of persons the privilege of providing more leadership than others. In this light ‘distributed leadership’ cannot be said to be a new leadership technique but rather an intellectual label that seeks to re-enforce the fact that leadership needs to be a shared activity in schools. It should therefore be conceptualised, not simply as another technique or practice of leadership, but, just as importantly as a way of thinking about leadership in post-heroic terms rather than a heroic phenomenon. In this way, we can distinguish clearly between delegation – as a heroic phenomenon – in which distribution is initiated solely from the top (headteacher) and distributed leadership – as a post-heroic phenomenon – in which distribution does not solely depend on the headteacher’s initiative. Everyone in the schools should have the opportunity to exercise leadership from the youngest child through out and not just a selected few (Secondary head) and problems in the schools should be dealt openly and honestly with the involvement of other people (secondary head). Staff who have only been in the school for a short time could also be school leaders in that they show by their personality, by their vision, by their jobs, commitment, expectations and values that they have got the capacity to lead. In a sense, anyone can be a leader. It is a process that a lot of staff can demonstrate. Formally, the process of distribution is initiated by the headteacher who identifies and delegates leadership responsibilities to individual teachers. Schools, in some places are structured in terms of designated leadership and managerial roles through which the headteacher delegates responsibility. Such delegations may be driven by a headteacher’s recognition that others have expertise that he/she does not have. Distributed in this way, there is an expectation of delivery and the headteacher’s role is to ‘support and provide’. The formality characterising the distribution process gradually leads unto a less formal or informal approach as headteachers develop trust in their teachers and become more confident in teachers’ leadership capabilities. As headteachers become more comfortable with their own authority and feel more able to acknowledge the authority of others they are able to extend the compass of leadership and to ‘let go’ the more. This is evident in one headteacher’s comment: ‘I think initially from top-down through delegation and as it progresses it becomes both bottom-up and top-down. People who show willingness to take some levels of initiative from any direction are really encouraged. And I love to see it really happen and that’s when I become happy’.

Hsa 535 Week 8 Assignment 4

Clinical Epidemiology And Decision Making March 2, 2013 Class HSA/ 535 Week 8 Assignment 4 Submission Assignment 4: Clinical Epidemiology and Decision Making Case Study Due Week 8 and worth 150 points The Pew Center on Global Climate Change reported in September 2011 that the number of flood damages in the Northeast continues to rise. In Wilkes-Barre, PA, 75,000 people were evacuated as the Susquehanna River crested at a record of 42. 7 feet. An estimated 5,400 homes and business suffered some sort of flood damage during that event, and 124 sewage treatment plants were affected by the flood, with 14 of them spilling raw sewage into waterways.Reports indicate that mold infestation, which can cause adverse health effects, is now a major concern among residents in Pennsylvania and New York. One organization, the Pennsylvania Department of Environmental Protection, will be preparing a report for citizens in the affected areas on this issue. Write a four to eight (4-8) page paper in which you: 1. Formulate a plan on how you would use clinical epidemiology to guide your opinions and actions on dealing with this issue. With Clinical Epidemiology this refers to the use of evidence which is derived from observational and experimental studies.Because of human illness or risk factors Clinical Epidemiology primary purpose is to resolve illness and prevent risks involved. There is much evidence to clinical practices. When it comes to the prevention of mold it is because of experience from certain events that occurred like floods for example. As the number of floods increase this topic will grow. This will be a big issue in the northeast and there will be an interested in ways to prevent mold growth in homes. When it comes to mold it needs the right temperatures and moisture to grow.Mold is commonly found in dark and damp place, where the air and sun cannot generate drying power. In many homes mold is capable of growing in crawling spaces, basements, wall cavities, mechanica l systems and even showers. Most molds do not often cause disease in healthy people. However mold can cause risk to those with weak immune systems. These patients can be the young, elderly, AIDS patients, cancer patients, even diabetes patients. Mold relate illness can take three forms. The first is infection of the host and the growth of a person which grown with someone who is immune system is impaired.Second mold can cause allergic reaction if inhaled or ingested. Then finally it can cause serious illness if not prevented or treated. It can eventually cause illness such as cancer, and asthma. 2. Propose three (3) types of molds that could develop from flood damage and the associated health risks with each type of mold. Three types of mold that can develop after a flood is Memnonielle, Stachybotrys, and Alternaria. Memnonielle is one of the most common type of mold found in homes. This mold can grow on paper, cotton and wood products.Memnoniella can develop toxins which are harmfu l to animals and humans. Stachybotrys is a slimy, blackish which is referred to as toxic black mold. Like Mennoniella it can produce toxins and be harmful to your health. Stachybotrys is found in the back of walls and ceilings. This type of mold can cause cancer, asthma and headaches. Alternaria is another common mold found in home. This is an allergic mold. It can also be found on soils and plants. If you inhale this type of mold it can cause you to have asthmatic reactions, hay fever and various allergies.Some of the health risks involved is respiratory problems such as wheezing and asthma attacks. Nasal and sinus congestion or dry hacking cough is a sign of mold. Another issue is eye irritation such as burning, watery or redness. There can also be nose of throat irritation such as sneezing or bloody noses. Some skin irritation can cause such as hives or rashes. And another problem that can result from mold is nervous system problems such as headaches, memory loss, mood changes an d aches and pains. The most toxic of mold is Stachybotrys atra which resembles a black slimy tar. 3.Outline a plan to communicate key information to health practitioners who will most likely treat the symptoms of mold. Include a timeline when this outbreak can be expected. When it comes to mold, assessing a cleanup procedure requires individuals to wear respirators that are more protective than just plan dust masks. Some other prevention methods are to fix any flood problems and to clean up any damp areas. Preventing seepage of water is important in preventing mold growth. Mold can grow 24 to 48 hours after exposure to water so it is important that you clean up right away if a flood occurs.Making sure you have the right equipment is important . Cleanup materials is important such as disinfected products. And protection from exposure is another important tool to keep in mind 4. Compare three (3) methods that could be used to decrease mold or exposure to mold. Include the advantages a nd disadvantages of each method. Some methods that could decrease mold exposure is to make sure you keep that area clean. Making sure fabric in the home are clean and dry. Also store clean fabric in ventilated areas. Making sure air ducts are cleaned and if there is mold in there it’s important to it clean up.Keeping the area in the home dry is important, reducing moisture in the air by using fans, dehumidifiers, opening windows and even using air conditioners is important. Keeping your home below 40% humidity is important in the prevention of mold growth. In moisture prone areas it’s important to use manmade fibers. Another way to prevent mold is to make sure you disinfect it. Checking potentially problems areas such as bathroom, laundry and mechanical rooms for mold. Using bleach will disinfect moldy areas. Material that you would need is a mask, gloves which should be latex or rubber.Buckets a scrub brush, broom or mop, disinfected chlorine bleach, trash bags, wet d ry shop vacuum, and non-ammonia detergent soap cleaner. 5. Formulate three (3) talking points the Pennsylvania Department of Environmental Protection can use when addressing the concerns of the community on health risks associated with mold and what preventative measures can be taken avoid contracting this infection. Some talking points that can be used in addressing the concerns of health risk associate with mold be first to educate others about what to look for.Recognizing mold like the sight of mold which can be found on walls and ceilings. There can also be a smell that comes along with mold. It can be a bad odor such as a musty earth smell or foul stench. Another topic could be about safety and preventing mold growth. Making sure the people of the community realize that cleaning up and drying out building areas is important. Opening your doors and windows can help the prevention. Making sure you use fans to dry out the building areas is important. Using disinfected bleach is an other great tool o use when cleaning up mold. Keeping your children and pets away from affected areas until it is cleaned is important to keep in mind. Thoroughly clean hard surfaces such as flooring, concrete, wood, furniture, countertops and appliances. Remove items such as mattresses, carpeting, rugs, pillows and upholstered furniture. These types of items can’t be cleaned and will be dangerous for family members. 6. Suggest the type of study you would use to evaluate the long-term effects of mold exposure and the reasoning behind your selection.The type of study that I would evaluate for long term exposure would be respiratory problems and infectious diseases. Those who have breathing problems are at higher risk. And those who are vulnerable that already have severe disease such as Cancer or AIDS should also be studied. 7. Use at least four (4) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources. 1. Flemin g, S. T. (2008). Managerial epidemiology: Concepts and cases (2nd ed. ). Chicago: Health Administration Press. 2. Segelken, R. (2007). After the Flood, Housing Experts Broke the Mold.Human Ecology, 35(1), 16-17. 3. FLOOD DAMAGE AND MOLD AFTER KATRINA. (2006). Environment, 48(9), 5. 4. Chew, G. L. , Wilson, J. , Rabito, F. A. , Grimsley, F. , Iqbal, S. , Reponen, T. , & †¦ Morley, R. L. (2006). Mold and Endotoxin Levels in the Aftermath of Hurricane Katrina: A Pilot Project of Homes in New Orleans Undergoing Renovation. Environmental Health Perspectives, 114(12), 1883-1889. doi:10. 1289/ehp. 9258 5. Pesce, M. (2004). KEEPING THE CREEPING LIABILITY AT BAY: THE PREVENTION AND MITIGATION OF INDOOR MOLD GROWTH. Journal Of Housing & Community Development, 61(6), 26-32.

Class of 2017 Skip the new SAT and take the ACT

Class of 2017 Skip the new SAT and take the ACT SAT / ACT Prep Online Guides and Tips The SAT is changing in March of 2016, so the class of 2017 is in a tough spot: how do you deal with the change? One strategy is to just skip the SAT and instead do the ACT. Is this strategy brilliant or brilliantly boneheaded? Here we find out. Early Studier? Take the Old SAT! Last year, I wrote an in-depth analysisarguing that you should take the old SAT on or before January 2016. This advice still holds if you're studying early enough say September 2015 or before. But what if the old SAT is simply not an option. If you can't or don't want to start preparing for the test until October 2015 or later read on... Advantages of the ACT If you're sure that the old SAT is out for you, then the advantages of the ACT versus the new SAT cannot be overstated for the class of 2017. Studying the ACT Works Better The current version of the ACT has been out for years now. This means there is a lot more institutional knowledge of what you must do to get a high score. Compared to the new SAT, the ACT is better understood by everyone: you have access to more practice tests, prep centers have more experience, publishers have come out with more training books even the test makers have more experience in making a better test! Every test has a method, and can be studied. With the ACT, the study method is clear, while for the SAT, the study method is not. But what if I like the SAT better? You might like the old SAT better than the ACT, but did you know that the new SAT will much more resemble the ACT? The new SAT is making writing optional, reducing emphasis on vocab, and generally copying the ACT because the ACT is growing faster than the SAT. What this means is that liking the current SAT is not a strong reason to take the new SAT it'll be different from the SAT you know now. Most of the guides you find online comparing the SAT to ACT use the old SAT as the baseline you cannot conclude from these guides that you'll like the new SAT better! Aren't SAT's more "legit" and "standard" than the ACT? Those of us who grew up on the coasts (me included, since I grew up in the NYC area) have heard about the SAT for decades. It may seem to you that the SAT is the standard test to take because you hear it a lot from teachers or classmates. But these days, more people take the ACT than the SAT. The ACT overtook the SAT as the USA college test of choice years ago. Almost all colleges that take the SAT also take the ACT and treat them equally. Besides psychological familarity to some people, the ACT is every bit as good, legit, and standard as the SAT. Who are the ACTs most advantageous for? Like I mentioned before, if you're in the class of 2017, and starting to study September 2015 or before, do the old SAT (unless you like the ACT to begin with). Thus, the ACT strategy is most benficial for students studying starting around October, and going all the way through the summer of 2016. If you're not studying until fall of 2016 (senior fall) the new SAT could work for you as there will be months of materials out but still not as much as the ACT. In short: if you're in the class of 2017 and won't start to study until October 2016 or later, seriously consider the advantages of the ACT! Other Articles to Read: Class of 2017: Guide on Old SAT vs new SAT (for those studying before September 2015) How long before the SAT should you study? Have friends who also need help with test prep? Share this article! Tweet Dr. Fred Zhang About the Author Fred is co-founder of PrepScholar. He scored a perfect score on the SAT and is passionate about sharing information with aspiring students. Fred graduated from Harvard University with a Bachelor's in Mathematics and a PhD in Economics. 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Bharti Enterprises

Ensuring that the look and feel of the store is as per guidelines/standards Ensuring/ reporting Inventory and Stock availability as per the norms to prevent stock-outs Provide suggestions /feedback to improve store productivity People Development / Team Management: Acting as a mentor and trainer for store staff To ensure daily roistering briefing to inbound outbound store staff Customer Experience: Manage staff allocation based on demand at point in time Personally step in to handle demanding customers Provide suggestions for improvements in CE 4. A. On Diversity and Cultural spread in Africa, As Africa consists of 53 countries, to operate successfully it is important to understand the dynamics of each country, including differences in culture, language and especially regulations. Bharti would do well to put in place as few expatriates as possible and have most of its top management from Africa. b. On Infrastructure sharing and cost / capital issues, The biggest driver of network sharing will be the shift in approach of the biggest operators, who had been unwilling to share network to sustain competitive advantage. There is visible network sharing in the markets of Nigeria, Ghana and South Africa, and that this is likely to pick up in other markets. c. On Bharti Airtel’s Minute Factor Model, Network sharing and IT outsourcing would help operators bring down costs. While costs could trend down, however they will be higher than in India because of some of the structural costs caused by power shortage and poor infrastructure. 5. Bharti Airtel has a history of making first moves and emerging as the winner just because of that. This is what built the company’s success in India, where it remains the top MNO and second-largest fixed-line operator. In fact, thanks to the massive market it serves at home, at the time it acquired the Zain portfolio in March 2010 Airtel was reckoned to be the fifth largest mobile operator in the world on a proportional subscriber basis, putting it behind the likes of China Mobile, Vodafone Group, American Movil and Telefonica, but ahead of China Unicom. As has been widely covered for over a year now, Airtel has been looking at Africa as a new growth market. While it has a deal with Vodafone for the Channel Islands, Africa is the only other territory outside the Indian subcontinent (including Bangladesh and Sri Lanka) that the company has entered. The commonalities are compelling: similar markets, needs and infrastructure. The realities on the ground are somewhat more challenging: logistics, legislative compliance and serious local competition being foremost. The logistics of infrastructure in Africa are an equal challenge for all MNOs. That is a given. Where Airtel might have been overly optimistic is in hoping its Africa model would run similarly to its success in India, based on a first-to-market approach and having some leverage to overcome legislative obstacles. Unfortunately, while Airtel has a 30-year history of being first in India (with pushbutton phones, cordless phones and then mobile), they were not first in Africa. There were major EU, Middle East and South African players there ahead of them. In fact, Airtel’s African expansion is largely thanks to its takeover of Kuwait’s Zain mobile operations in 15 countries. This was a beachhead, not a conquest. Zain only held dominant market share in a few countries. Going up against market leaders such as MTN of South Africa, Airtel applied a strategy of extensive cost cutting. This followed on what it achieved in India, cutting a deal with Ericsson for per-minute fees (rather than upfront payment) that enabled very low-cost call rates from the outset. Airtel has an all-Africa, five-year deal in place with Ericsson for network management that offers similar advantages. Elsewhere, Airtel is engaged with Nokia Siemens Networks and Huawei, not keeping all its eggs in one basket, of course. As a Plan B, possibly following on the indecisive outcome of Airtel’s low-cost invasion, the company has previously been negotiating a takeover of or (maybe) a joint venture with MTN itself. How this putative deal is described depends on which company is talking. This has been going on for some four years without a definitive ending. Even if it never happens, it is a signpost of just what Airtel would consider to get its Africa operations truly established.

Elements of and Distinctions Between Ethics and the Law Assignment - 1

Elements of and Distinctions Between Ethics and the Law - Assignment Example From these truths are based many civil and criminal laws. For instance, the law on not causing physical harm or injury to another is based on the principle of nonmaleficence. Confidentiality of information is an expression of fidelity. The ethics-law relationship can be exemplified by the confidentiality rule in counseling relationship. The counselor has to respect all the private information that he or she has obtained from the client. But in the case of a dying client who expressed the intention of hastening one’s death, the counselor may break the confidentiality rule after determining the propriety of such act, and as allowed by law and particular circumstances (ACA Code, 2005). The counselor may also break confidentiality if the client has a life-threatening or contagious disease after verification and due consideration of the situation (ACA Code, 2005). At present, the law prescribes a mode of conduct and professional practice for counselors. The code of ethics of counseling organizations mandate that members should conduct one’s practice in accordance with law (ACA Code, 2005); thus, indicating the relationship between law and ethics. Ethical concerns often affect counselors in making decisions (Forester-Miller & Davis, 1996). Counselors also face an ethical dilemma when deciding which action to take (Forester-Miller & Davis, 1996). Thus, counseling organizations, such as the American Counseling Association (ACA) issue ethics manual to serve as guide of its members and other professional counselors in deciding the proper action to take when faced with a difficult issue (Forester-Miller & Davis, 1996). In the same manner, the International Association of Marriage and Family Counselors (IAMFC) also enjoins its members to promote â€Å"healthy growth and development of the family,† as well as co-equality and empowerment of